Teaching Philosophy 41 (3):261-284 (2018)

Danielle Clevenger
University of Wisconsin, Madison
W. John Koolage
Eastern Michigan University
There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. Our empirical work on our own undergraduate conference demonstrates that properly designing the conference as a High-Impact learning activity does, as expected, benefit underserved student populations, including women. Additionally, the study also revealed unexpected opportunities to intervene on student learning. Third, we argue, also in line with our data, that undergraduate conferences occupy a previously taxonomically unrecognized grouping among recognized High-Impact Practices.
Keywords Teaching Philosophy  Undergraduate Conferences  Gender  High Impact Practices
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ISBN(s) 0145-5788
DOI 10.5840/teachphil201882890
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Precluded Interests.Cheshire Calhoun - 2015 - Hypatia 30 (2):475-485.

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